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Agustiarini Eka Dheasari
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Al-Muaddib : Jurnal Kajian Ilmu Kependidikan
Published by Sekolah Tinggi Agama Islam Muhammadiyah Probolinggo
ISSN : 27230805     EISSN : 26859149     DOI : https://doi.org/10.46773/muaddib.v2i1
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Mathematics Other
Muaddib: Jurnal Kajian Ilmu Pendidikan which is managed by Prodi Pendidikan Agama Islam (PAI) of STAI Muhammadiyah Probolinggo. This journal is published twice a year and serves as a tool for researchers, academics and practitioners interested in basic education and learning studies and wish to channel their thoughts and findings, especially in relation to studies in science at education. The articles contained are the results of research, scientific and critical and comprehensive review of the important and current issues covered in the journals
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 343 Documents
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INTERNALISASI NILAI PENDIDIKAN AGAMA ISLAM DALAM TRADISI PERNIKAHAN ADAT JAWA: KAJIAN FILOSOFIS DAN PRAKTIS A. Faizul Mubarak; Lailul Vicky Zawawi Imron
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/js9v5w57

Abstract

Javanese traditional wedding traditions are rich in symbolism and spiritual values, including Islamic religious education. However, the younger generation often perceives them merely as cultural rituals without understanding their religious significance. This study aims to explore the process of internalizing Islamic religious education values in Javanese traditional wedding traditions in Sukapura District, focusing on values of faith, worship, and morals, and their application in social life. The study uses a qualitative descriptive case study approach. Data collection was conducted through in-depth interviews with traditional leaders, religious leaders, and the families of the wedding organizers; participatory observation; and documentation. Each stage of the wedding procession, such as siraman, akad nikah, kacar-kucur, sungkeman, and sepasaran, contains philosophical and symbolic meanings that align with Islamic teachings. Traditions originally rooted in local culture have undergone spiritual transformation, such as the midodareni procession, which has been replaced by prayers and tahlil. These values are also internalized in family and community behaviors after marriage, seen through responsible behavior, respect for parents, and increased religious activities. This study offers a new understanding of the integration between local wisdom and Islamic education. It also serves as a reference for the development of culturally and religiously based educational curricula.
STRATEGI PENANGGULANGAN BULLYING PADA SISWA DI SEKOLAH BERBASIS PESANTREN Mistria Harmonis; Febri, Ach febri hasan
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/3phhb611

Abstract

Bullying in Islamic boarding schools remains a serious issue that requires comprehensive attention. The purpose of this study is to identify the types of bullying, the underlying reasons, and methods for addressing bullying in Islamic boarding schools, particularly at Raudlatul Muta'allimin Krejengan Junior High School in Probolinggo. The approach used in this study was descriptive qualitative, collecting data through in-depth interviews, participant observation, and documentation studies. Informants in this study included students, teachers, musyrif (leaders), and Islamic boarding school leaders who are directly involved in character development and student supervision. The study revealed that in Islamic boarding schools, there are four main types of bullying: verbal, physical, social, and religious. Causes include the existence of a senior-junior structure, strict rules without emotional attention, differences in socioeconomic status, a lack of emotional education, and minimal supervision from caregivers. Furthermore, a culture of violence, perceived as a means of discipline, also exacerbates bullying among students. Proposed strategies to address the problem include enhancing character education based on Islamic principles, strict supervision by caregivers and teachers, creating open communication spaces, and implementing a zero-tolerance policy against bullying. Furthermore, the active participation of all elements of the Islamic boarding school— kyai, ustadz, musyrif, senior students, and parents—is emphasized as a crucial factor in creating a safe, peaceful, and non-violent Islamic boarding school environment.
IMPLEMENTASI MANAJEMEN LEARNING CIRCLE ANTAR GENERASI GURU UNTUK PENGEMBANGAN BUDAYA BERBAGI PENGETAHUAN DI SMA NEGERI 3 CIREBON Septiana, Azis; Cahyani, Dewi; Suklani
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/k3x19213

Abstract

This study aims to analyze the implementation of intergenerational Learning Circle management in developing a culture of knowledge sharing among teachers at SMA Negeri 3 Cirebon. The Learning Circle program, known as Entog Cup Ekek, serves as a collaborative platform for senior and junior teachers to exchange best practices, present innovative learning models, and develop technology-based and AI-assisted assessments. Using a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis. The findings show that the implementation of the Learning Circle operates through structured stages of planning, collaborative execution, and reflective evaluation, enabling systematic knowledge transfer. The culture of knowledge sharing across generations has strengthened, indicated by increased openness, active participation, and routine discussions of pedagogical innovations across MGMP subject groups. The program also positively impacts professional collaboration, reduces intergenerational barriers, and minimizes competency gaps—particularly in pedagogical and digital skills-between senior and junior teachers. These findings indicate that the Learning Circle can function as an effective knowledge management model that enhances teacher professionalism and fosters a collaborative school culture.
IMPLEMENTASI PENDEKATAN PSIKOLOGI KOGNITIF DALAM PEMBELAJARAN PAI DI SMAN 1 SALATIGA Taqiyya, Hedona Hilwa; Adzim, Fauzan; Mazfi'ah, Putri; Mufiq
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/mf1s3126

Abstract

The lack of exploration regarding the application of cognitive psychology in Islamic Religious Education and the gap between learning theory and practice form the background of this study. This study aims to identify cognitive psychology-based learning strategies, understand the perceptions of teachers and students, and analyze the challenges and opportunities in their implementation at SMAN 1 Salatiga. The method used in this study was a qualitative case study with subjects consisting of 3 PAI teachers and six 11th grade students. Data were collected through in-depth interviews, participatory observation, and documentation studies, which were then analyzed thematically. The results of the study show that teachers apply cognitive load management strategies, dual coding using visual-verbal media, cognitive elaboration through discussion and presentation, and emotion management in learning. The perceptions of teachers and students tend to be positive towards increased motivation and understanding of the material. However, there were challenges faced, such as the heterogeneity of student abilities, the complexity of abstract material, emotional instability, and limited digital infrastructure. This study concluded that the application of cognitive psychology can effectively improve students' conceptual understanding, but requires systematic support from the school. These findings contribute to the development of an evidence-base PAI learning model.
THE EFFECT OF THE PHENOMENON OF NOMOPHOBIA, PHUBBING, AND FOMO ON SOCIAL INTELLIGENCE OF HIGH CLASS STUDENTS OF SD NEGERI KANIGARAN I PROBOLINGGO CITY Indah Febria Chasanah; Lilik Sri Hariani; Cicilia Ika Rahayu Nita; Indah Febria Chasanah1
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/muaddib.v8i1.3094

Abstract

The pervasive use of digital devices among elementary school students has given rise to emerging digital phenomena such as Nomophobia, Phubbing, and Fear of Missing Out (FoMO), which are presumed to influence children’s social intelligence. This study aims to examine the impact of these three variables on the social intelligence of upper-grade students at SDN Kanigaran 1, Probolinggo. Employing a quantitative explanatory causal approach, data were collected through a Likert-scale questionnaire from a purposive sample of 172 students in grades IV to VI. The data were analyzed using multiple linear regression via SPSS version 31. Findings reveal that Nomophobia, Phubbing, and FoMO collectively exert a statistically significant effect on social intelligence. Partially, Phubbing and FoMO showed significant effects, whereas Nomophobia did not. These results suggest that emotional dependency on digital devices does not inherently hinder children’s social intelligence, particularly when external regulation by teachers and parents remains strong. Conversely, Phubbing the tendency to ignore real-life interactions in favor of device use and FoMO, characterized by anxiety over missing digital content, were found to detrimentally affect students’ capacity for social engagement. This study underscores the urgent need for digital literacy education and the early cultivation of social skills to ensure a balanced development between digital interaction and authentic social experience.
IMPLEMENTASI PROGRAM JUM’AT ISLAMI DALAM MENANAMKAN NILAI KEJUJURAN PADA SISWA SMPN 3 MARON M Mahbubi; Zahrani Yulia Agustin; RANI, ZAHRANI YULIA AGUSTIN
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/78zt6y90

Abstract

The decline in honesty values among students manifested through behaviors such as cheating, lying, and irresponsibility poses a significant challenge to both the quality of education and the moral development of young people. This calls for systematic and sustainable efforts by educational institutions, especially through religion-based character education. This study aims to analyze the implementation of the Islamic Friday Program and its effectiveness in instilling the values of honesty among students at SMPN 3 Maron. This research uses a qualitative descriptive approach, with data collected through observation, interviews, and documentation, analyzed via source triangulation to ensure validity. The implementation of the Islamic Friday Program is regular and systematic, involving activities such as congregational Dhuha prayers, Qur'an recitation, brief religious lectures, Asmaul Husna recitation, and collective prayers, all engaging the entire school community. The program has a positive impact on developing students’ honesty, reflected in increased spiritual awareness, a noticeable reduction in academic dishonesty violations, and growing courage among students to admit mistakes. Additionally, it fosters a religious school culture that promotes discipline, responsibility, and exemplary behavior. These findings suggest that consistent religious activities effectively internalize honesty values both emotionally and spiritually, making the Islamic Friday Program a strong model for character education in schools.
PENDIDIKAN ISLAM SEBAGAI WAHANA PEMBENTUKAN SIKAP MULTIKULTURAL Asy'arie, Musa; Shobahiya, Mahasri; Agustin, Maulid
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/a1876220

Abstract

This study aims to explore the role of Islamic education in shaping multicultural attitudes within Indonesia, a nation characterized by rich cultural, religious, and ethnic diversity. Although Indonesia upholds the national motto Bhinneka Tunggal Ika (Unity in Diversity), challenges such as discrimination and intolerance continue to emerge as a result of primordial and exclusivist attitudes. Islamic education holds significant potential to cultivate multicultural values such as justice, tolerance, brotherhood, and respect for social plurality by integrating these principles into both the curriculum and classroom practices. Multicultural-oriented learning in madrasahs, implemented through contextual approaches, cross-cultural studies, and value-based instruction, functions as a moral mediation space and contributes to the development of an inclusive learning culture. This includes linking Qur’anic teachings on justice and compassion to real-life social issues. Teachers of Islamic Education (PAI) play a pivotal role as role models and agents of moderation, fostering tolerance and justice through social engagement and exemplary conduct. Foundational values such as justice (‘adl), brotherhood (ukhuwwah), compassion (rahmah), and respect for human dignity (karāmah insāniyyah), derived from the Qur’an and Hadith, serve as essential pillars for building a harmonious and inclusive society.Through adaptive curriculum design and participatory teaching methods, Islamic education can effectively nurture social competencies grounded in empathy and tolerance. As a result, younger generations are better equipped to live harmoniously within a multicultural society and to strengthen national unity and social justice in Indonesia.
PENGUATAN KESADARAN MULTIKULTURAL MELALUI STRATEGI PENDIDIKAN ISLAM BERBASIS BERPIKIR PROFETIK Musa Asy’arie; Mahasri Shobahiya; Naqiba, Muhammad Izzan
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/sqft0t40

Abstract

Prophetic thinking from the perspectives of Kuntowijoyo and Musa Asy’arie needs to be re-examined to ensure its relevance in strengthening multicultural awareness through Islamic education strategies in the contemporary era. This study employs a qualitative method with a library research approach using descriptive-analytical analysis by examining various scholarly sources related to prophetic thinking and its application in Islamic education. The findings indicate that prophetic thinking which grounded in three core dimensions, namely humanization, liberation, and transcendence, as well as three fundamental principles : integrative, reflective, and transformational can serve as a moral and spiritual paradigm for developing inclusive and multicultural Islamic education. Educational strategies based on prophetic values can be internalized through curriculum design, teacher role modeling, and learning processes oriented toward the common good (maslahah) of the community. The formulation of an integrated framework between prophetic thinking and Islamic education thus represents an applicative strategy for fostering tolerant, just, and civilized multicultural awareness within a global society.
IMPLEMENTASI PENDEKATAN DEEP LEARNING PADA PEMBELAJARAN PAI DI SMA MUHAMMADIYAH 4 JAKARTA Nur Hanifah, Ika Karenina; Muhammad Arifin Rahmanto
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/jjvmeq82

Abstract

This study examines the implementation of a deep learning approach in Islamic Religious Education (PAI) at SMA Muhammadiyah 4 Jakarta. The study aims to explore teachers’ and students’ learning experiences and to analyze the application of Mindful, Meaningful, and Joyful Learning strategies integrated with Al-Islam and Kemuhammadiyahan (AIK) values. A qualitative descriptive design with a phenomenological approach was employed to understand the meaning of learning experiences within the context of modern Islamic education. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings indicate that the implementation of deep learning fosters holistic learning experiences by integrating cognitive, affective, and spiritual dimensions. Students are able to connect Islamic teachings with everyday life, develop religious awareness, and engage in reflective and enjoyable learning activities. Institutional support through Muhammadiyah educational structures and ISMUBA traditions contributes to curriculum alignment with school culture and the characteristics of urban learners. Overall, the study demonstrates that deep learning integrated with AIK values strengthens PAI as a holistic living curriculum and provides implications for improving Islamic education practices.
THE EFFECT OF DIFFERENTIATED LEARNING OF PARENTAL INVOLVEMENT AND LEARNING STYLE ON SOCIAL STUDIES LEARNING SKILLS STUDENTS OF SD NEGERI MAYANGAN 2 Try Novita Devi, Maristha; Ifana Sari, Yuli; Farida Ni’matullah, Onik
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/ndh7pj33

Abstract

This study aims to examine the impact of differentiated instruction, parental involvement, and learning styles on the Social Studies learning skills of sixth-grade students at SD Negeri Mayangan 2 in Probolinggo City. The research employs a quantitative approach with a survey design, collecting data through questionnaires distributed to students, parents, and teachers. The sample consists of 73 students, selected using a saturated sampling technique. The data were analyzed using descriptive statistics and multiple regression analysis. The results indicate that differentiated instruction, parental involvement, and learning styles have a significant influence on students' Social Studies learning skills. Differentiated instruction supports students in developing critical thinking and creativity, while parental involvement enhances student motivation and discipline. Additionally, understanding students' learning styles enables teachers to adapt their teaching methods effectively. These findings emphasize the importance of collaboration among teachers, parents, and students in fostering an inclusive and adaptive learning environment. This approach not only enhances students' ability to comprehend Social Studies content but also has a positive impact on their academic performance. The study contributes to the development of teaching strategies that are more focused on addressing the individual needs of students.

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